Relative Effectiveness of Corrective and Noncorrective Feedback in Computer Assisted Instruction on Learning and Achievement

1985 ◽  
Vol 13 (4) ◽  
pp. 249-254 ◽  
Author(s):  
C. L. Hodes
Keyword(s):  
Test Scores ◽  
Relative Effectiveness ◽  
Computer Assisted Instruction ◽  
Sex Bias ◽  
Computer Assisted ◽  
Treatment Groups ◽  
Computer Feedback ◽  
Assisted Instruction ◽  
The Impact ◽  
Learning And Achievement

The purpose of this study was to research the impact of certain types of computer feedback on the subjects. Forty-one subjects were divided into two treatment groups. The corrective and noncorrective feedback types, both characteristic of commercially produced software, were isolated and systematized. Each subject was pre- and posttested on the content of the computer lesson. Test scores were analyzed by ANOVA. The results indicated no overall significance. When groups were redefined by gender, the girls who received the noncorrective feedback scored significantly lower ( p < .01) than the boys of either group. For these girls, noncorrective feedback may have reinforced the well documented sex bias that exists in all phases of education.

Effect of Computer-Assisted Instruction on Development of Cognitive and Psychomotor Learning in Bowling

1987 ◽  
Vol 6 (2) ◽  
pp. 183-191 ◽  
Author(s):  
Jeff Steffen ◽  
Gary Hansen
Keyword(s):  
Test Scores ◽  
Computer Assisted Instruction ◽  
Cognitive Test ◽  
Computer Assisted ◽  
Instructional Process ◽  
Psychomotor Learning ◽  
Assisted Instruction ◽  
Instructional Group

The purposes of this study were to compare psychomotor and cognitive bowling skills following traditional and computer-assisted methods with 90 students enrolled in college bowling classes. Bowling scores were significantly higher for the CAI group; however, no differences were found between the groups in cognitive test scores. The CAI groups tended to have a more favorable perception of their instructional process than did the traditional instructional group.

Uses of Feedback in Computer-Assisted Instruction in Developing Psychomotor Skills Related to Heavy Machinery Operation

1978 ◽  
Vol 20 (4) ◽  
pp. 415-423 ◽  
Author(s):  
Jeffrey R. Phillips ◽  
Jan Berkhout
Keyword(s):  
Relative Effectiveness ◽  
Computer Assisted Instruction ◽  
Control Group ◽  
Computer Assisted ◽  
Psychomotor Skills ◽  
Learning Abilities ◽  
Male And Female ◽  
Road Speed ◽  
Performance Patterns ◽  
Assisted Instruction

A study was performed to determine the relative effectiveness of different formats of computer assisted instruction (CAI) in teaching a psychomotor performance task. A control group combining male and female subjects received instruction based on the study of written materials and unstructured practice sessions on a heavy transmission gear-shifting task. No significant differences were found between male and female performance patterns and learning abilities under control conditions. Two experimental groups, both restricted to males, were trained under similar practice conditions with the addition of computer monitoring of performance and feedback of supplemental information to the students. One group received terminal feedback of numerical performance quality scores following each trial. The other group received continuous feedback of an analytic display (a display of nominal road speed against elapsed time in the form of an X-Y plot) concurrent with each trial. Both experimental groups were tested for retention of skills after transitioning to a non-feedback performance environment. Both forms of computer assisted instruction proved to be significantly superior to the control teaching procedure.

scholarly journals Computer-Aided Instruction in Law: Theories, Techniques, and Trepidations

1978 ◽  
Vol 3 (1) ◽  
pp. 1-50 ◽  
Author(s):  
Roger Park ◽  
Russell Burris
Keyword(s):  
Student Attitudes ◽  
Legal Education ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
And Performance ◽  
Law Student ◽  
Assisted Instruction ◽  
The Impact ◽  
Education Process ◽  
Simulation Exercises

Legal education is only beginning to make use of the technological capabilities of computers as a medium for instructional design. In this article the authors show the applicability of computer-assisted instruction to law through programmed instructional techniques. They trace the two decades of development of computer-assisted instruction (CAI) in law, the use and misuse of the computer's capabilities, the impact of CAI on law student attitudes and performance, and the positive student endorsement. They carefully analyze the computer's capacity for use in memory drills, tutorial sessions, and simulation exercises. They do not offer an unrestricted endorsement of the computer's capabilities but hope for the continuing development of CAI in the legal education process.

Learning Disabled Students' Engaged Time and Classroom Interaction: The Impact of Computer Assisted Instruction

1986 ◽  
Vol 2 (2) ◽  
pp. 189-198 ◽  
Author(s):  
Charles A. Macarthur ◽  
Jacqueline A. Haynes ◽  
David B. Malouf
Keyword(s):  
Classroom Interaction ◽  
Learning Disabled ◽  
Computer Assisted Instruction ◽  
Computer Assisted ◽  
Disabled Students ◽  
Teachers And Students ◽  
Assisted Instruction ◽  
Drill And Practice ◽  
The Impact ◽  
Academic Content

The affective, social, and behavioral responses of learning disabled students to computer assisted instruction are important both as significant outcomes themselves and as variables that may influence achievement. This study investigated two sets of variables that might influence achievement differences between computer assisted drill and practice (CADP) and independent seat-work: engaged time and interactions with teachers and peers. Twenty-four learning disabled students in six self-contained classrooms were observed during CADP and seatwork. During CADP, students spent significantly more time attending to academic content (engaged time) and waiting and significantly less time off task. Total time interacting with teachers and peers did not differ, but the type of help students received from teachers and the amount of time teachers and students spent watching were different. Implications for research and implementation of microcomputers in special education settings are discussed.

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